guidelines_for

GUIDELINES FOR GRADING
This pamphlet has been prepared to assist parents in understanding the grading system used on the provincial report card. We have included the descriptors for the characteristics that students demonstrate to achieve each level (A,B,C,D,R)		Student works independently in all or almost all situations Achievement exceeds the provincial standard All of specified curriculum exceptions are fully or consistently met Students use their knowledge and skills for a variety of purposes Communication is clear, precise and confident, for a wide range of purposes
A teacher uses a variety of assessment tools in order to evaluate a student's success and progress in learning the skills and knowledge expectations of the grade level. Quizzes, projects,demonstrations, portfolio entries, tests, oral reports, and most importantly, daily work are used to gather data that will lead to the mark recorded on the report card.	Student usually works independently Achievement meets the provincial standard Student demonstrates most of the required knowledge and skills A few minor errors occur Explanations are usually complete and appropriate Communication is clear and precise, with a fair range of complex forms
Ongoing observation and informal assessment is a natural part of the teaching and learning process. The use of tracking devices and rating scales can turn these rich observations into useful assessment information.Grade reporting is not simply a result of "number crunching", particularly at the junior school level where student learning is developmental in nature.		Student works independently in a few situations; requires teacher direction Achievement approaches the provincial standard Student has demonstrated some of the required knowledge and skills Several errors occur Explanations are appropriate but incomplete Communicates with a fair range, for simple purposes in a limited context
The grade that appears on the report card indicates the teacher's evaluation of the student's "most consistent performance" using the kind of assessment tools listed above. The grade reflects achievement during that term and although skill development is cumulative, the report card grade is not.	Student works independently, only in structured situations, with teacher direction Achievement is below the provincial standard A few of the specified curriculum expectations are fully or consistently met Limited learning skills are used; major errors occur Communicates somewhat unclearly, for limited purposes
The most important consideration when reviewing each report card, is that the child's self-esteem be maintained. The teacher and the parent(s) must work to support each child's achievement and to offer constructive input so that he/she can set future goals and develop strategies that will improve learning.		Student does not function independently in most instructional settings Student has not demonstrated the required knowledge and skills Organizes information in very simple ways, and requires much teacher support Extensive remediation is required
	For Exceptional students, an Individual Education Plan (I.E.P.) will be prepared. An I.E.P. includes details about the child's program, teaching strategies and achievement. A copy of the I.E.P. will be included with the report card. Students whose first language is not English and who receive assistance through the English as a Second Language (E.S.L.) program will have their progress referenced to the Stages of Proficiency, when appropriate. If there are any questions about the report card, contact your child's teacher or Principal.